Developing Knowledge of Phonology and Phonetic Sounds of Words

Developing Knowledge of Phonology and Phonetic Sounds of Words Brief description of the topic There are many factors that play an important role in the development of reading, writing, and literacy skills. One of these important factors is the development of knowledge of phonology and phonetic sounds of words, which is a topic that is chosen for this research paper. The knowledge of phonology and phonetic sounds of words primarily refers to the ability to understand the sound patterns that are related to the language that a child is exposed to. According to Stoel-Gammon (2011), developing knowledge of phonology and phonological development is mainly concerned with two basic components, i.e. a biologically based component that is related to the development of motor and speech skills required for pronunciation of words, and secondly, a cognitive linguistic component related to the learning of the phonological system of the language. It is the understanding of the various ways in which oral language can be manipulated and divided into smaller components. It also includes the understanding that it is phonemes or individual sounds that a word constitutes of and that these phonemes could be manipulated either by blending, segmenting, or changing individual phonemes in words for creating different words. Activities in class for enhancing instruction and their impact For enhancing the students’ skills in this area of phonological awareness and phonetic sounds of words, the activities that will be undertaken include teaching segmentation at different phonological levels, making them understand about phoneme deletion and substitution, and bringing awareness about letter-sound correspondence. For segmentation, activities would include teaching children how to segment sentences into words and then segmenting words into onsets, syllables and rimes would be considered. After children have learned removing the first sound of a word, they will also be taught how short words can be segmented into individual phonemes. Making them understand about phoneme deletion and substitution would require students to manipulate spoken words by deleting and substituting particular phonemes. For this purpose, a set of words would be selected and students would be asked to say those words without specific sounds or by substitution of some other sounds. In this way , deleting and substitution will be practiced in both ending and beginning sounds. Picture cards would be shown for further practicing and developing the knowledge of the students in this linguistic area, particularly for letter-sound correspondence. The above strategies and activities will make students familiar with phonology and phonetic sounds, which has been found out to facilitate word learning (Duff Hulme, 2012). Within the context of word recognition and development of spelling, the importance of knowledge of phonology and phonetic sounds is recognized (Gillon, 2012). Gillon (2012) has stated that there is a large body of research that has demonstrated the existence of a relationship between awareness of phonology and literacy development. Furthermore, the phonological awareness knowledge of a child is also identified as a major predictor in reading performance (Gillon, 2012). As a result of the research on the topic, developing knowledge of phonology and phonetic sound of words also brings better literacy outcomes (Carson et al., 2013). Hence, when the child is provided instruction in this area, he/she is able to give a better reading performance and in improved classroom performance. Ways in which the instruction reflects the Common Core State Standards in ELA Since the Common Core Standards in ELA asks students to read stories, literature, and complex texts that provide background knowledge and facts, the instruction will help students as it will enable them to read better. The instruction also reflects the Common Core Standards in ELA in the area of phonological awareness. In this area, it is expected that children demonstrate awareness and competence in blending and segmenting rimes and onsets, segmenting words into a sequence of individual sounds, adding or substituting sounds in words, knowing spelling-sound correspondence, etc. These areas are addressed in the instruction as segmenting at different phonological levels, making students understand about phoneme deletion and substitution, and bringing awareness about letter-sound correspondence is considered for enhancing instruction in this skill area. Ways in which the instruction helps in engaging and motivating students The instruction will help in engaging and motivating students by making use of colorful graphics and animations. Using multimedia resources, games, and graphics are good ways of keeping young learners engaged and motivated as it brings them fun and excitement (Habgood Ainsworth, 2011). Furthermore, when activities selected are developmentally appropriate, it facilitates in keeping the children engaged in the learning process, hence this will also be kept in consideration that the instruction and activities are planned according to the developmental stage of the learners. Providing a safe and supportive classroom environment in which the students are encouraged to learn and provided with opportunities for taking risks and responding openly to the activities that are initiated will also help in engaging and keeping learners motivated in the learning process. Ways in which technology can be incorporated for enhancing linguistic instruction In the current times, technology can be incorporated in many new ways for enhancing linguistic instruction. Northrop and Killeen (2013) suggest the use of iPads with relevant apps for building linguistic and literacy skills in the early years. Similarly, touch screen tablets and interactive whiteboards are also found out to be effective in engaging and motivating early learners and for enhancing linguistic instruction (Neumann Neumann, 2014). Children could play games that are designed to teach phonics and phonology in general or practice segmenting words, deleting and substituting, sound-letter correspondence etc. In this manner, the technology could facilitate the development of knowledge of phonology and phonetic sounds in an interesting and engaging way. Ways for providing for differentiation of instruction Differentiation of instruction is primarily concerned with the tailoring of instruction to meet the individual needs of different students in the classroom. When developing knowledge of phonology and phonetics, the diverse needs of students and their specific difficulties have to be taken into account when planning, teaching, and assessing them. Furthermore, the diverse backgrounds and the additional support that is required by learners also need to be identified and incorporated in the planning and teaching process. For example, there may be students with different learning styles, or students with reading difficulties or special needs or students learning English as a second language all within the same classroom. In such a scenario, for providing for such differences, the teacher could differentiate the process of teaching, content, products or resources, or the learning environment in order to cater to and provide to the needs of the different learners in the classroom (Watts-Taf fe et al., 2012). Conclusions/Reflections Phonology is a branch of linguistics, which is concerned mainly with the manner in which sounds organized and used in a language, while phonetics focuses on production of speech sounds. From the research carried out, knowledge of phonology and phonetic sounds of words is an important linguistic area for learners to develop. Research reveals that there exists a relationship between awareness of phonology and literacy development and literacy outcomes while this linguistic skill also has a significant impact on reading performance (Carson et al., 2012; Gillon, 2012). Given the importance of this linguistic skill, it is important for learners to be provided with sufficient opportunities in the classroom to develop in this area. Instruction that needs to be carried out should focus on areas that are reflected in Common Core Standards in ELA. These include segmentation at different phonological levels, making learners understand about phoneme deletion and substitution, and bringing awaren ess about letter-sound correspondence. All these are listed under phonological awareness and phonics and word recognition in the document. A teacher also needs to provide for differentiation of instruction since diversity is a key part of classrooms in the current times. In this regard, research reveals that the teacher could provide for differentiation by either differentiating the process of teaching, or content, or products or resources, or the learning environment in order to cater to and provide to the needs of the different learners in the classroom (Watts-Taffe et al., 2012). Students are also required to be motivated and engaged, and for this purpose, from research it was found out that there are many ways in which this can be done. However, using technology, playing games, and graphical illustrations are good ways of keeping young learners engaged and motivated as it brings them fun and excitement (Habgood Ainsworth, 2011). Touch screen tablets and interactive whiteboards are found out to be effective in this regard where learners could play games that are designed to teach phonics and phonology to them (Neuma nn Neumann, 2014).

Essay Analysis of Birches by Robert Frost - 824 Words

Analysis of Birches by Robert Frost In the poem Birches by Robert Frost, Frost portrays the images of a child growing to adulthood through the symbolism of aging birch trees. Through these images readers are able to see the reality of the real world compared to their carefree childhood. The image of life through tribulation is the main focal point of the poem and the second point of the poem is if one could revert back to the simpler times of childhood. The language of the poem is entirely arranged through images, although it contains some diction it lacks sound devices, metaphors, and similes compared to other published works by Frost. The first half of the poems’ images are of life, coming of age, and death. The first†¦show more content†¦The word loaded describes about the burden of being old compared to youthfulness just like the burden of the ice on the trees. Shattering and avalanching on the snow such heaps of broken glass to be swept away is a representation of the final stage in life and that is death. The shattering of the branches is like the death of a person and the sweeping away of the branches is like a funeral. Youd think the inner dome of heaven had fallen is the passing on of life into the after life. Also the shattering of the ice could represent renewed hope for the future because the burden has been lifted from the branches. â€Å"They are dragged to the withered bracken by the load, And they seem not to break; though once they are bowed is an image of someone who has aged but not passed on yet. So low for long, they never right themselves represents how they will never be able to relive their childhood. While the first half of the poem deals with the coming of age the second half of the poem deals with childhood and wanting to stay young for as long as possible. 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Charles Manson Methods To The Madness Essay Example For Students

Charles Manson: Methods To The Madness Essay On the morning of August 9, 1969, three LAPD officers arrived at 10050 CieloDrive (Bugliosi 7). The scene that awaited them was horrendous. In the driveway, in aparked car, the body of Steven Parent was found. He was shot four times and stabbedonce. Laying about eighteen or twenty feet past the front door of the house, VoytekFrykowski had been shot twice, beaten over the head with a blunt object thirteen times,and stabbed fifty-one times. Also discovered on the lawn was coffee heiress AbigailFolger, stabbed twenty-eight times. Inside the home, in the living room, were the bodiesof Jay Sebring and Sharon Tate. Sebring, a hair stylist, had been stabbed seven times andshot once, dying of exsanguination. Tate, who was eight months pregnant at the time ofher death, was stabbed sixteen times in the chest and back (Fillmer par. 2). The following evening, in a seemingly unrelated crime, Leno and RosemaryLaBianca were discovered in their home at 3301 Waverly Drive. Rosemary was foundface down in her bedroom, a lamp cord wound around her neck, in a pool of blood; shehad been stabbed forty-one times. Her husband, Leno, had a pillow case over his head, alamp cord tied around his neck, his hands tied behind his back with a leather thong, and anivory-handled, bi-tined carving fork in his stomach; he had been stabbed multiple times andhad the word ?WAR? carved in his flesh (Bugliosi 55-56). The murderers were members of a group led by Charles Manson called theManson Family. These people were completely controlled by Manson. He had themconvinced that they were the chosen ones and that they were only carrying out the ordersof a man they thought was Jesus Christ incarnate (Watson par. 3). They were willing torisk death and imprisonment to satisfy this man. Manson used borrowed ideas fromprosperous cults of the 1960s to achieve a complete control over his followers. In June of 1960, Charles Manson was sent to prison for forgery, mail theft, andpimping (Bugliosi 192-193). There, h e became involved with a cult called Scientology(195). Scientology was founded by L. Ron Hubbard (?Cult? par. 45). It teaches that eachhuman has a soul called a ?thetan.? Scientologists believe that, many years ago, the thetanwas ?god-like? and that people fell from divinity and forgot their origins. People werethen trapped on Earth in ?delusions of mortality (?Scientology? par. 12).? Hubbardclaimed that he had found the spiritual way to finding the true way to man. He said thatone must work through many levels of self knowledge and knowledge of past lives to?awaken the primordial deity? until divinity is once again achieved (?Cult? par. 45). The highest level of awareness in Scientology is called ?theta clear.? Mansonclaims to have reached theta clear while in prison. He supposedly achieved this throughmany ?auditing sessions,? the method that Scientologists use to teach awareness, taughtby his cell mate, Lanier Rayner (Bugliosi 195-196). Most likely, he picked up many of hismethod s of mind control from these sessions, along with ideas such as karma andreincarnation (635). The Process Church of the Final Judgment, labeled a Satanist cult by the media,was founded in 1963 by Robert DeGrimston, a former Scientologist. The basis of thisreligion was the book of Matthew of the New Testament, and it began as a mixture ofZoroastrianism and Scientology. The name ?The Process? refers to the ?changesnecessary to avoid the end of the world with its associated judgment.? Processeansworship Jehovah, Lucifer, and Satan (?Process? par.17). Even though The Process fervently denies that Charles Manson was ever amember, many ideas from his philosophy parallel Process concepts. Both Manson andThe Process taught of a violent and unavoidable Armageddon in which all but the fewchosen ones would be destroyed, and both thought that motorcycle gangs would be the?troops of the last days.? One Process pamphlet described the second coming of Christas: ? ?Through Love, Christ and Satan ha ve destroyed their enmity and come together forthe End: Christ to Judge, Satan to execute the Judgment. ? Manson believed that, whenChrist returned, it would be the establishment that ?went up on the cross (Bugliosi 637).? Manson and The Process shared ideas on fear also; they preached that fear was the samething as awareness, and that the more fear one had, the more awareness and thereforemore love one had (320). There were so many similarities between Mansons philosophyand The Process that even if he was never a member, The Process must have been a greatinfluence on Charles Manson (638-639). A great many other ideas of Mansons came from the Beatles and the Bible. Thismay seem like an odd pair, but they fit together surprisingly well in Mansons mind. Manson had his own unique interpretations of almost every verse from Revelations 9. Hebelieved that the Beatles were the four angels spoken of in the Bible. When the Bibledescribes locusts emerging from the bottomless pit, he saw it as another reference to theEnglish rockers because locust and ?beetles? were one and the same. The locusts aredescribed as having the faces of men and the hair of women, which only reinforced hisopinion (Bugliosi 322-323). In Verse 15 of Revelations 9, the Bible says, ?So the fourangels were released; this was precisely the hour, the day, the month, and the year forwhich they had been prepared to kill a third of mankind.? Manson preached that the thirdpart of mankind was the white race that would die in Helter Skelter (Bugliosi 323). HelterSkelter was the name that Manson had given the race war between the whites and theblacks. He believed that the blacks would win but would be unable to govern and then beforced to turn to the Manson Family for leadership (Bugliosi 329-331). Manson believedthat the Beatles song of the same name was a prediction of this race war (?CharlesManson?). He would often quote whole Beatles songs and Revelations 9 to support hisviews (Bugliosi 300). Manson beli eved that the Beatles were spokesmen contacting himdirectly through their songs. He claimed that the White Album set things up for therevolution and that his album (to be released later) would ?really start things off(324-325).? Charles Manson had an uncanny ability to sense and use a persons hangups ordesires (Bugliosi 317). He prayed on young men and women who were vulnerable andlooking for any sense of love or belonging. Many of the members of the Family wereyoung females who had traveled to California in search of God or happiness (343). Heeven attracted a few men with LSD trips to ?open the mind (317).? What they found wasa man who would convince them of what they desperately wanted to believe: that theywere attractive and desirable, and that he was God. As he pulled in followers, Mansonbegan to preach his philosophy. He claimed to be a reincarnation of Jesus Christ and wasknown as both God and Satan. He taught that the United States was on the brink of ablack/white racial war called Helter Skelter. Manson believed that the blacks would beincapable of governing after being the inferior race for so long and would turn to theFamily for leadership (?Family? 2). He promised his followers that they would soonretreat into the desert to the Bottomless Pit, another concept shared with The Process,where they would live in comfort until they numbered 144,000 (Bugliosi 313). Then, theywould return to the upper world where they would rule (333). When Mansons followersnumbered twenty or thirty and Helter Skelter had still not begun, he decided to start thespark that would light the fire. The members of the Family had already proven that they were willing to kill andrisk their own lives for him, so Manson ordered the Tate-LaBianca murders. The intent ofthese murders was to cause Helter Skelter; they were supposed to appear as though blackshad committed them. For this purpose, the words ?DEATH TO PIGS? were written onthe living room wall at the LaBianca residence, and ? HEALTER SKELTER ? wasprinted on their refrigerator, both in the blood of the victims. The word ?PIG? wasprinted on the bottom half of the front door at 10050 Cielo Drive in Sharon Tates ownblood (Bugliosi 331-332). After Manson and the Family members who were involved in the Tate-LaBiancamurders were arrested, he continued to reveal his ultimate control over them. SusanAtkins, who was involved in both murders, agreed to testify for the Grand Jury in returnfor immunity. After the criminal trial started, however, and she had one meeting withManson, she repudiated her statement and was once again charged with first degreemurder (?Family? 11). Mansons followers who were not arrested held a vigil outside theHall of Justice everyday throughout the trials (?Charles Manson?). During the courtproceedings, when Manson refused to face the judge, the other three defendants did thesame (Fillmer 10). When he carved an X in his forehead, they mimicked him again. Andwhen he changed that X to a swas tika, they followed (?Family? 11). The defendantsrepeated all of Mansons outbursts in court in a ?chant-like manner (Fillmer 10).? Vincent Bugliosi says of the Family members in his book Helter Skelter, ?Theywere also young, naive, eager to believe, and, perhaps even more important, belong. There were followers aplenty for any self-styled guru. It didnt take Manson long to sensethis. In the underground milieu into which hed stumbled, even the fact that he was anex-convict conferred to a certain status. Rapping a line of metaphysical con that borrowedas much from pimping as joint jargon and Scientology, Manson began attracting followers,almost all girls at first, then a few young boys (222).? Manson used the peopleseagerness to implant his philosophy deep into their impressionable young minds. Hetaught that he was the fifth angel of the Apocalypse, the one that held the key to theBottomless Pit. What Charles Manson didnt teach his followers was that the translationof the angels name Abbadon in Hebrew and Apollyon in Greek is ?destroyer.? BibliographyBugliosi, Vincent. Helter Skelter: The True Story of the Manson Murders. New York: Bantam Books, 1975. 7, 54-56, 196, 222, 300, 317, 320, 322, 323, 325, 635, 637-638. ?Charles Manson.? n.d. Online. AltaVista. Dec. 1997. Available AltaVista://www-scf.usc.edu/~kmho/O0OO0O00IllIlIIl/mansonbio.html ?The Church of Scientology.? n.d. Online. AltaVista. Sept. 1997. AvailableAltaVista: //www.webzonecom.com/ccn/cults/scien-05.txt ?Cult Catalog of the ?Other Jesus.? n.d. Online. AltaVista. Sept. 1997. .ub5aab7edc719037fb53ba9f36cfc7b32 , .ub5aab7edc719037fb53ba9f36cfc7b32 .postImageUrl , .ub5aab7edc719037fb53ba9f36cfc7b32 .centered-text-area { min-height: 80px; position: relative; } .ub5aab7edc719037fb53ba9f36cfc7b32 , .ub5aab7edc719037fb53ba9f36cfc7b32:hover , .ub5aab7edc719037fb53ba9f36cfc7b32:visited , .ub5aab7edc719037fb53ba9f36cfc7b32:active { border:0!important; } .ub5aab7edc719037fb53ba9f36cfc7b32 .clearfix:after { content: ""; display: table; clear: both; } .ub5aab7edc719037fb53ba9f36cfc7b32 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub5aab7edc719037fb53ba9f36cfc7b32:active , .ub5aab7edc719037fb53ba9f36cfc7b32:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub5aab7edc719037fb53ba9f36cfc7b32 .centered-text-area { width: 100%; position: relative ; } .ub5aab7edc719037fb53ba9f36cfc7b32 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub5aab7edc719037fb53ba9f36cfc7b32 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub5aab7edc719037fb53ba9f36cfc7b32 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub5aab7edc719037fb53ba9f36cfc7b32:hover .ctaButton { background-color: #34495E!important; } .ub5aab7edc719037fb53ba9f36cfc7b32 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub5aab7edc719037fb53ba9f36cfc7b32 .ub5aab7edc719037fb53ba9f36cfc7b32-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub5aab7edc719037fb53ba9f36cfc7b32:after { content: ""; display: block; clear: both; } READ: Imagine what it would be like to live or work on a Essay Available AltaVista: //www.webzonecom.com/ccn/cults/fal10.txt Fillmer, Deborah K. ?Forensic Science and the Charles Manson Murders.? 26 Apr. 1996. Online. AltaVista. Oct. 1997. Available AltaVista: //www.cris.com/~dfillmer/Manson.html ?Manson Family Murders 1969-1971.? n.d. Online. AltaVista. 4 Dec 1997. AvailableAltaVista: //www.umi.com/hp/Support/K12/Great Events/Manson.html The New American Bible. Saint Joseph Edition. New York: Catholic Book PublishingCo., 1970. ?The Process Church of the Final Judgment.? n.d. Online. AltaVista. Dec. 1997. Available AltaVista: //limestone.kosone.com/people/ocrt/process.html Watson, Charles. ?helter skelter.? 10 Jan. 1998. Online. AltaVista. 11 Jan. 1998. Available AltaVista: //www.aboundinglove.org/helter.htm